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Community College Leadership: Perceptions of Leadership Skills (Abstract only)

Educational leadership and administration programs must meet the needs of the impending shortage of leaders by producing graduates that have the necessary skills for these positions (Boggs, 2003; Shults, 2001). A disparity in doctoral educational leadership programs may be further compounding the shortage by creating graduates that are unprepared to face the challenges of leadership. The purpose of this quantitative, cross-sectional survey study was to explore the differences in perceptions regarding the skills necessary for effective community college leadership. The survey was given to educational leadership doctoral program directors and presidents of community colleges in Texas. A cross-sectional, Likert-like scale survey was used to assess the perceptions of the participants using the following scale construction: (a) leadership, (b) communication, (c) institutional planning and development, (d) management and legal, (e) policy, (f) research methodology and application, (g) finance, (h) technology, and (i) faculty and staff development. Participants rated 47 skills from 1 to 5 in three contexts: needed skills, participant doctoral emphasis, and recommended emphasis. The findings suggested several differences between presidents and program directors. For effective leadership, presidents rated skills related to policy, finance, and technology

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